Participatory Diagnosis as a Methodological Tool in Educational Consulting

Abstract

The following article intends to review the diagnostic process framed within the implementation of the advisory services to the Priority High School Program promoted by the Ministry of Education within the support policies for the most vulnerable middle schools in the country. The discussion focuses on the conceptualization of the participatory diagnosis and the delimitation of the basic conditions for an advisory within the institutional frameworks of Mineduc. Finally, by way of closure, some indications are presented as proposals to improve the implementation processes of educational consultancies.